"We pretend to learn and they pretend to teach us" is what students are basically saying across the world according to Robert L. Fried. Although this statement seems to be untrue, or at least we all hope so, I agree with the statement. I feel like "learning" nowadays is just regurgitating certain information to get an answer right. For example, on vocab quizzes in my junior year English class, every student would cram the list of twenty-five words into their short term memory just before the quiz. Then, the words would just slowly leave their mind. The students were lucky to use half those words in a sentence and even luckier to even remember one definition. This example falls into rhythm with another Fried statement; "we do harm when we reduce these acts of intellect, creativity, and judgement to rote exercises, perfunctory deeds, or meaningless gestures." Students do homework and study for tests because they don't want the negative effects of not doing these obligatory tasks. I have had teachers who teach students "tricks" in which the teacher would say "when you see this phrase, preform this function." Frankly, I could program a robot to do the exact same thing.
Even our government, who is supposed to be supporting our growth as students is making things worse with standardized testing. Teachers are slowly being restricted by curriculum and state testing and teacher evaluations and professional development and lesson planning. Instead of allowing teachers more time with struggling students, they are being given less time by all these other things. For example, my mother is a reading teacher in a low income area. She has had to reduce class time with some of her struggling students in order to attend seminars on how to help struggling students.
Most students just believe that if they just do their work, they will be fine. Which turns out to be completely true. When a teacher asks, "have you guys learned this before," students just stare at the teacher blankly. The problem is they have "learned" it, but just enough to get by on the quiz or test. Most students will agree with Fried in saying that "It's only a game." when talking about their work ethic in school. I will admit to playing the game of school most times and I know the majority of students do the same.
Those who don't treat school like a game are easily ostracized by their peers. For example, Cedric in "A Hope in the Unseen" is rejected by his peers because he is trying harder than any of those other students. He is one of the few that is actually attempting to learn and not just regurgitate answers.
Throughout my high school career, I have had a multitude of teachers. Some are very dedicated, yet others have a very limited interest in their students. However, both have the same perks and same standing. I have had teachers that stay after school every single day to help students and that genuinely want their students to learn what they are teaching. Yet, the do not get credit for their extra hours and I do not think t hat it's fair to them. Fried brought up a very good point which I have never considered before. NOw that I have come to this unfair realization, I am bothered by it.
Most of the problem is a lack of motivation from most students and some teachers. Students lack an interest in most of the subjects and these subjects will not be applicable to their lives. If students had a personal investment in all their classes, they would be more likely to do better because they would be more likely to enjoy their work.
"We pretend to learn and they pretend to teach us" is what students are basically saying across the world according to Robert L. Fried. Although this statement seems to be untrue, or at least we all hope so, I agree with the statement. I feel like "learning" nowadays is just regurgitating certain information to get an answer right. For example, on vocab quizzes in my junior year English class, every student would cram the list of twenty-five words into their short term memory just before the quiz. Then, the words would just slowly leave their mind. The students were lucky to use half those words in a sentence and even luckier to even remember one definition. This example falls into rhythm with another Fried statement; "we do harm when we reduce these acts of intellect, creativity, and judgement to rote exercises, perfunctory deeds, or meaningless gestures." Students do homework and study for tests because they don't want the negative effects of not doing these obligatory tasks. I have had teachers who teach students "tricks" in which the teacher would say "when you see this phrase, preform this function." Frankly, I could program a robot to do the exact same thing.
Even our government, who is supposed to be supporting our growth as students is making things worse with standardized testing. Teachers are slowly being restricted by curriculum and state testing and teacher evaluations and professional development and lesson planning. Instead of allowing teachers more time with struggling students, they are being given less time by all these other things. For example, my mother is a reading teacher in a low income area. She has had to reduce class time with some of her struggling students in order to attend seminars on how to help struggling students.
Most students just believe that if they just do their work, they will be fine. Which turns out to be completely true. When a teacher asks, "have you guys learned this before," students just stare at the teacher blankly. The problem is they have "learned" it, but just enough to get by on the quiz or test. Most students will agree with Fried in saying that "It's only a game." when talking about their work ethic in school. I will admit to playing the game of school most times and I know the majority of students do the same.
Those who don't treat school like a game are easily ostracized by their peers. For example, Cedric in "A Hope in the Unseen" is rejected by his peers because he is trying harder than any of those other students. He is one of the few that is actually attempting to learn and not just regurgitate answers.
Throughout my high school career, I have had a multitude of teachers. Some are very dedicated, yet others have a very limited interest in their students. However, both have the same perks and same standing. I have had teachers that stay after school every single day to help students and that genuinely want their students to learn what they are teaching. Yet, the do not get credit for their extra hours and I do not think t hat it's fair to them. Fried brought up a very good point which I have never considered before. NOw that I have come to this unfair realization, I am bothered by it.
Most of the problem is a lack of motivation from most students and some teachers. Students lack an interest in most of the subjects and these subjects will not be applicable to their lives. If students had a personal investment in all their classes, they would be more likely to do better because they would be more likely to enjoy their work.